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Full text of "Annual Evaluation Report Fiscal Year 1984"

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B.  Progress and Accomplishments

o The Department received applications for 422 non-competing continuation
grants, processed them, and issued grant awards for program year 1984-85.

o In response to GAO's recommendations, the Department ensured that
every Upward Bound application funded in FY 1984 contained objectives
for measuring the academic skills growth of Upward Bound participants
and for following up on Upward Bound graduates to determine their post-
secondary success.

o The Department implemented a variety of cost-effective grant monitoring
procedures. These included extensive telephone monitoring, reviews of
annual performance reports and other data, and on-site cross-program

C.  Costs, Benefits, and Effectiveness

Types of Benefits: ED makes grants to participating institutions to provide
educational services to disadvantaged youth. Student benefits typically
begin with a six-to-eight week residency and study on a college or secondary
school campus. During the academic year, the student may attend Saturday
classes or tutorial/counseling sessions or participate in cultural enrich-
ment activities. During the junior and senior years, the student explores
postsecondary options.

Program Scope: In FY 1984, 422 non-competing continuation awards were
made at an average grant of $167,664; almost 33,000 participants were
served at an average Federal cost of $2,170 per participant. Total program
awards were $70,754,376.

Program Effectiveness: Longitudinal data from the High School and Beyond
survey (MSB) provides the most recent data on the impact of Upward Bound
(UB). The MSB study is a nationally representative survey of students who
were high school sophomores and seniors in 1980. The study of UB impact
used 1982 follow-up data from students who participated in UB during high
school and a matched comparison group of students who did not participate.
The results obtained generally confirmed the findings of previous UB evalu-
ations: the UB program influenced a significantly higher proportion of
disadvantaged youths to apply to college, obtain financial aid, attend
college, and persist 1n college for one year after high school.

During their first three semesters of postsecondary education, Upward Bound
students earned significantly more college credits and maintained their
aspirations to complete a college degree. However, their retention rates 21
months after high school graduation dropped to about 40 percent; the rates
were then no longer significantly greater than the rates for comparable
nonparticlpants. This finding Indicates that longer-term college success
for disadvantaged students may require continuing remedial assistance
beyond high school. (E.2.)rch  Program   (CIRP),"  University